| 000 | 01636cam a2200181 4500500 | ||
|---|---|---|---|
| 005 | 20250121121841.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aTolmatcheff, Chloé _eauthor |
| 700 | 1 | 0 |
_a Bebiroglu, Neda _eauthor |
| 700 | 1 | 0 |
_a Galand, Benoît _eauthor |
| 245 | 0 | 0 | _aCan redesigning the school playground and setting up classroom forums help to reduce bullying? |
| 260 | _c2021. | ||
| 500 | _a71 | ||
| 520 | _aThis paper presents two studies assessing the effectiveness of a new anti-bullying programme. The programme involves redesigning the school playground, holding daily discussion forums led by teachers, and setting up a disciplinary board. These studies use a quasi-experimental research plan, with an intervention group and a control group, and a pre-test/post-test comparison. Measures related to bullying and victimization, the school climate, the psychosocial adjustment of the pupils, as well as the perceived efficacy and cohesion of the school staff, were collected from more than 2,000 pupils between the ages of 8 and 13 and around a hundred teachers (study 1), and from 534 pupils between the ages of 10 and 12 (study 2). The results consistently indicate that the programme shows no effect and underline both the importance of the conditions in which it is implemented and the need for anti-bullying programmes to be rigorously assessed before being disseminated on a large scale. | ||
| 786 | 0 | _nRevue française de pédagogie | o 209 | 4 | 2021-04-22 | p. 129-147 | 0556-7807 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2020-4-page-129?lang=en&redirect-ssocas=7080 |
| 999 |
_c555169 _d555169 |
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